Journal of English for Academic Purposes最新文献_第5页

Students’ self-determination in using machine translation and generative AI tools for English for academic purposes 学生出于学术目的使用机器翻译和生成人工智能工具的自主权

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-12 DOI: 10.1016/j.jeap.2025.101578

Hao Tran , Peter Crosthwaite , Quy Huynh Phu Pham

The rise of machine translation (MT) and generative artificial intelligence (GAI) presents opportunities and challenges for English for Academic Purposes (EAP) instruction. While MT/GAI can support students' learning beyond the classroom, overreliance on MT/GAI may hinder development of essential research and composition skills. Despite some research on MT/GAI's role in self-regulated learning, little is known about students' motivations for its use, and the potential mediating influences of instructional context and discipline. This study applies Self-Determination Theory to examine how autonomy, competence, and relatedness influence students' use of MT/GAI in academic writing. Using a mixed-methods approach, the study compares EAP students in an English as a Second Language context in Australia and an English as a Foreign Language context in Vietnam. An online survey validated through confirmatory factor analysis and discriminant validity testing gathered 416 responses, complemented by interviews with 17 students. Findings reveal a complex interplay between MT/GAI use and students' motivational needs. While students generally report moderate autonomy, competence, and relatedness in using MT/GAI in the survey, mixed-effects regression showed Australian students experienced lower relatedness compared with Vietnamese students, with disciplinary differences also significantly influencing students' perceptions of this construct. Interview data further highlighted diversity and complexity of students' perceptions, variation in EAP instructional approaches and peer-teacher dynamics surrounding MT/GAI. These findings support the need for contextually tailored pedagogical approaches fostering collaboration between institutions, teachers, and students, illustrated through innovations from an Australian EAP course that bridge research and practice in MT/GAI-assisted academic writing.

机器翻译（MT）和生成式人工智能（GAI）的兴起为学术英语（EAP）教学带来了机遇和挑战。虽然MT/GAI可以支持学生在课堂之外的学习，但过度依赖MT/GAI可能会阻碍基本研究和写作技能的发展。尽管有一些关于MT/GAI在自我调节学习中的作用的研究，但对学生使用MT/GAI的动机以及教学情境和学科的潜在中介影响知之甚少。本研究运用自我决定理论来研究自主性、能力和相关性如何影响学生在学术写作中使用MT/GAI。该研究采用混合方法，比较了澳大利亚英语作为第二语言环境和越南英语作为外语环境下EAP学生的情况。通过验证性因子分析和判别效度测试验证的在线调查收集了416份回复，并辅以对17名学生的访谈。研究结果揭示了MT/GAI使用与学生动机需求之间复杂的相互作用。虽然在调查中，学生普遍报告在使用MT/GAI方面有适度的自主性、能力和相关性，但混合效应回归显示，与越南学生相比，澳大利亚学生的相关性较低，学科差异也显著影响学生对这一结构的看法。访谈数据进一步强调了学生认知的多样性和复杂性、EAP教学方法的差异以及围绕MT/GAI的同伴-教师动态。这些发现支持需要根据具体情况量身定制教学方法，促进机构、教师和学生之间的合作，这一点通过澳大利亚EAP课程的创新来说明，该课程在MT/ ai辅助学术写作的研究和实践之间建立了桥梁。

{"title":"Students’ self-determination in using machine translation and generative AI tools for English for academic purposes","authors":"Hao Tran , Peter Crosthwaite , Quy Huynh Phu Pham","doi":"10.1016/j.jeap.2025.101578","DOIUrl":"10.1016/j.jeap.2025.101578","url":null,"abstract":"<div><div>The rise of machine translation (MT) and generative artificial intelligence (GAI) presents opportunities and challenges for English for Academic Purposes (EAP) instruction. While MT/GAI can support students' learning beyond the classroom, overreliance on MT/GAI may hinder development of essential research and composition skills. Despite some research on MT/GAI's role in self-regulated learning, little is known about students' motivations for its use, and the potential mediating influences of instructional context and discipline. This study applies Self-Determination Theory to examine how autonomy, competence, and relatedness influence students' use of MT/GAI in academic writing. Using a mixed-methods approach, the study compares EAP students in an English as a Second Language context in Australia and an English as a Foreign Language context in Vietnam. An online survey validated through confirmatory factor analysis and discriminant validity testing gathered 416 responses, complemented by interviews with 17 students. Findings reveal a complex interplay between MT/GAI use and students' motivational needs. While students generally report moderate autonomy, competence, and relatedness in using MT/GAI in the survey, mixed-effects regression showed Australian students experienced lower relatedness compared with Vietnamese students, with disciplinary differences also significantly influencing students' perceptions of this construct. Interview data further highlighted diversity and complexity of students' perceptions, variation in EAP instructional approaches and peer-teacher dynamics surrounding MT/GAI. These findings support the need for contextually tailored pedagogical approaches fostering collaboration between institutions, teachers, and students, illustrated through innovations from an Australian EAP course that bridge research and practice in MT/GAI-assisted academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101578"},"PeriodicalIF":3.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unpacking the metagenre of graphical abstracts for scientific communication 解封科学传播的图形摘要元集

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101567

Md Mukibuzzaman Khan, Stephanie Link

Graphical abstracts (GAs) use multimodal representation to enhance the visibility and accessibility of research across disciplines. While increasingly common in scholarly publishing, little is known about the institutional forces that shape their production. Editorial guidelines function as a metagenre–a parent category that shapes and constrains the conventions of various genres and offers insight into how such frameworks standardize genre features while also allowing for disciplinary variation. This study conducts a metagenre analysis of GA editorial guidelines from 21 life sciences journals to understand how this metagenre is deployed to reinforce as well as modify publication practices in rhetorically strategic ways. Findings indicate that while guidelines define GAs, address the reader-oriented and paratextual purposes of GAs, and establish technical requirements, they lack guidance on the multimodal design process necessary to create compelling GAs that balance simplicity with research integrity. By providing a comprehensive metagenre analysis, this study adds to theoretical discussions of how metagenres articulate values, standardize practices, and shape social action. It also provides pedagogical and practical insights into how GA guidelines can guide individual composing processes.

图形摘要（GAs）使用多模态表示来提高跨学科研究的可见性和可及性。虽然在学术出版中越来越常见，但人们对影响其出版的制度力量知之甚少。编辑指南的功能就像一个元范畴——一个形成和约束各种类型惯例的父范畴，并提供关于这些框架如何标准化类型特征的见解，同时也允许学科变化。本研究对21种生命科学期刊的GA编辑指南进行了元元分析，以了解如何以修辞策略的方式部署该元元来加强和修改出版实践。研究结果表明，虽然指南定义了GAs，解决了GAs的面向读者和文本目的，并建立了技术要求，但它们缺乏关于创建令人信服的GAs所需的多模式设计过程的指导，以平衡简单性和研究完整性。通过提供全面的元元分析，本研究增加了关于元元如何阐明价值观、规范实践和塑造社会行动的理论讨论。它还提供了关于GA指南如何指导个人作曲过程的教学和实践见解。

{"title":"Unpacking the metagenre of graphical abstracts for scientific communication","authors":"Md Mukibuzzaman Khan, Stephanie Link","doi":"10.1016/j.jeap.2025.101567","DOIUrl":"10.1016/j.jeap.2025.101567","url":null,"abstract":"<div><div>Graphical abstracts (GAs) use multimodal representation to enhance the visibility and accessibility of research across disciplines. While increasingly common in scholarly publishing, little is known about the institutional forces that shape their production. Editorial guidelines function as a metagenre–a parent category that shapes and constrains the conventions of various genres and offers insight into how such frameworks standardize genre features while also allowing for disciplinary variation. This study conducts a metagenre analysis of GA editorial guidelines from 21 life sciences journals to understand how this metagenre is deployed to reinforce as well as modify publication practices in rhetorically strategic ways. Findings indicate that while guidelines define GAs, address the reader-oriented and paratextual purposes of GAs, and establish technical requirements, they lack guidance on the multimodal design process necessary to create compelling GAs that balance simplicity with research integrity. By providing a comprehensive metagenre analysis, this study adds to theoretical discussions of how metagenres articulate values, standardize practices, and shape social action. It also provides pedagogical and practical insights into how GA guidelines can guide individual composing processes.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101567"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144919806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Profiling the outcomes of academic discourse socialisation through academic writing: A Q methodology study on student writers’ self-reflections 通过学术写作分析学术话语社会化的结果：学生作家自我反思的Q方法论研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101562

Kaixuan Gong , Hongmei Pang

Academic writing can be viewed as academic discourse socialisation (ADS), wherein learners engage with contextual affordances to adapt their writing, thinking and acting patterns. While the discoursal aspect of ADS outcomes is typically reflected in students' written products, the cognitive and behavioural aspects have yet to be effectively evaluated, despite individual-level evidence from case studies. To holistically explore students' changing writing- and learning-related beliefs and practices as their ADS outcomes, we introduced Q methodology to elicit cohort-level reflections. The same 60-statement Q sorting task was administered twice during an academic English writing course at a Chinese EFL university to 30 undergraduates from one class, followed by Q-based interviews with representative cases. By comparing the students' profiles yielded across two rounds, we identified three primary facets of their ADS outcomes, including advancing formal and rhetorical understanding of academic writing, enhancing awareness of academic source use, and effective use of socialising learning resources. Nevertheless, within a confined EFL learning and writing context, they consistently showed little sense of integration either into tertiary academic culture or into broader academic communities. Round 2 profiles' divergences further implied the variations in ADS outcomes stemming from individuals’ differing perceptions and interactions with contextual affordances.

学术写作可以被看作是学术话语社会化（ADS），学习者利用语境支持来适应他们的写作、思维和行为模式。虽然ADS结果的话语方面通常反映在学生的书面产品中，但认知和行为方面尚未得到有效评估，尽管有来自案例研究的个人层面的证据。为了全面探索学生的写作和学习相关的信念和实践的变化作为他们的ADS结果，我们引入了Q方法来引出队列水平的反思。在一所中国英语大学的学术英语写作课程中，对来自一个班级的30名本科生进行了两次相同的60句Q排序任务，随后进行了代表性案例的Q访谈。通过比较两轮学生的个人资料，我们确定了他们ADS成果的三个主要方面，包括提高对学术写作的正式和修辞理解，提高对学术资源使用的认识，以及有效利用社交学习资源。然而，在有限的英语学习和写作环境中，他们始终表现出很少融入高等教育学术文化或更广泛的学术社区的意识。第2轮资料的差异进一步暗示了ADS结果的差异源于个体不同的感知和与上下文启示的相互作用。

{"title":"Profiling the outcomes of academic discourse socialisation through academic writing: A Q methodology study on student writers’ self-reflections","authors":"Kaixuan Gong , Hongmei Pang","doi":"10.1016/j.jeap.2025.101562","DOIUrl":"10.1016/j.jeap.2025.101562","url":null,"abstract":"<div><div>Academic writing can be viewed as academic discourse socialisation (ADS), wherein learners engage with contextual affordances to adapt their writing, thinking and acting patterns. While the discoursal aspect of ADS outcomes is typically reflected in students' written products, the cognitive and behavioural aspects have yet to be effectively evaluated, despite individual-level evidence from case studies. To holistically explore students' changing writing- and learning-related beliefs and practices as their ADS outcomes, we introduced Q methodology to elicit cohort-level reflections. The same 60-statement Q sorting task was administered twice during an academic English writing course at a Chinese EFL university to 30 undergraduates from one class, followed by Q-based interviews with representative cases. By comparing the students' profiles yielded across two rounds, we identified three primary facets of their ADS outcomes, including advancing formal and rhetorical understanding of academic writing, enhancing awareness of academic source use, and effective use of socialising learning resources. Nevertheless, within a confined EFL learning and writing context, they consistently showed little sense of integration either into tertiary academic culture or into broader academic communities. Round 2 profiles' divergences further implied the variations in ADS outcomes stemming from individuals’ differing perceptions and interactions with contextual affordances.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101562"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

BALEAP News BALEAP新闻

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101565

引用次数: 0

Language matters in EMI: Language related episodes in nursing PBL classrooms 语言对EMI的影响：护理PBL课堂中的语言相关事件

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101558

Anna Isabel Fernández-Córdoba , Guzman Mancho-Barés

This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content instruction, reshapes pedagogical dynamics, often necessitating linguistic support, especially in sociolinguistic contexts like Spain, with low average English proficiency. Using an ethnographic approach, the study examines PBL tutors' and students' language practices from an emic perspective, analysing LREs that emerge during sessions. Five tutors (proficiency levels: B2 [n = 3], C1 [n = 2]) participated, and eight PBL sessions were observed and recorded.

Findings reveal that students, whose English proficiency ranged from A2 to C1, initiated over 70 % of LREs, reflecting their proactive engagement in seeking linguistic support. Vocabulary and code-switching were the most common focus areas, with a high resolution rate of LREs. Tutors played varied roles in addressing language challenges. C1-level tutors emerged as “language-aware” facilitators, engaging preemptively and reactively in LREs, providing corrective feedback, and leveraging code-switching to support disciplinary literacy. In contrast, “language-elusive” tutors tended to overlook students' linguistic needs. Despite tutors' self-identification as content-focused rather than language instructors, results indicate that their language awareness significantly influences students' development of disciplinary literacy. This research highlights the interplay between language proficiency, instructional support, and the expert role in EMI-PBL contexts, underscoring the importance of fostering language awareness in tutors to enhance EMI implementation.

本研究调查了西班牙加泰罗尼亚一所中小型大学护理学位课程中基于问题的学习（PBL）课程中英语媒介教学（EMI）中语言相关事件（LREs）的发生情况。EMI使用英语作为内容教学的媒介，重塑了教学动态，通常需要语言支持，特别是在西班牙等平均英语熟练程度较低的社会语言学背景下。本研究采用民族志方法，从主题的角度考察了PBL导师和学生的语言实践，分析了课程期间出现的LREs。5名教师（熟练程度：B2 [n = 3], C1 [n = 2]）参与，观察并记录8次PBL会话。调查结果显示，英语水平在A2到C1之间的学生发起了超过70%的lre，反映了他们积极主动地寻求语言支持。词汇和语码转换是最常见的重点领域，lre的分辨率很高。导师在应对语言挑战方面扮演着不同的角色。c1级导师成为“语言意识”的促进者，他们先发制人，积极参与LREs，提供纠正性反馈，并利用代码转换来支持学科素养。相比之下，“语言难以捉摸”的导师往往忽视了学生的语言需求。尽管导师自我认同为注重内容而非语言教师，但结果表明，他们的语言意识显著影响学生学科素养的发展。本研究强调了语言能力、教学支持和专家角色在EMI- pbl环境中的相互作用，强调了培养教师语言意识以提高EMI实施的重要性。

{"title":"Language matters in EMI: Language related episodes in nursing PBL classrooms","authors":"Anna Isabel Fernández-Córdoba , Guzman Mancho-Barés","doi":"10.1016/j.jeap.2025.101558","DOIUrl":"10.1016/j.jeap.2025.101558","url":null,"abstract":"<div><div>This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content instruction, reshapes pedagogical dynamics, often necessitating linguistic support, especially in sociolinguistic contexts like Spain, with low average English proficiency. Using an ethnographic approach, the study examines PBL tutors' and students' language practices from an emic perspective, analysing LREs that emerge during sessions. Five tutors (proficiency levels: B2 [n = 3], C1 [n = 2]) participated, and eight PBL sessions were observed and recorded.</div><div>Findings reveal that students, whose English proficiency ranged from A2 to C1, initiated over 70 % of LREs, reflecting their proactive engagement in seeking linguistic support. Vocabulary and code-switching were the most common focus areas, with a high resolution rate of LREs. Tutors played varied roles in addressing language challenges. C1-level tutors emerged as “language-aware” facilitators, engaging preemptively and reactively in LREs, providing corrective feedback, and leveraging code-switching to support disciplinary literacy. In contrast, “language-elusive” tutors tended to overlook students' linguistic needs. Despite tutors' self-identification as content-focused rather than language instructors, results indicate that their language awareness significantly influences students' development of disciplinary literacy. This research highlights the interplay between language proficiency, instructional support, and the expert role in EMI-PBL contexts, underscoring the importance of fostering language awareness in tutors to enhance EMI implementation.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101558"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning in English: A research synthesis on European countries with advanced english skills 英语学习：欧洲国家高级英语技能研究综述

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101564

Penny Heisterkamp, Anja Schüppert, Veerle Baaijen, Marije Michel

The purpose of this research synthesis was to map research on students' language skills and content learning in English as medium of instruction (EMI) contexts for countries with advanced English skills and wide use of EMI. Systematic searches resulted in a total of 38 relevant EMI studies conducted on the nine European countries meeting our selection criteria (Austria, Belgium, Denmark, Finland, Germany, Luxembourg, Norway, Sweden, and the Netherlands). The studies identified various language- and comprehension-related challenges for students, but there was no clear (negative or positive) effect of EMI on students' content learning. Participant characteristics differed in how often they were reported on, and the influence of most characteristics was rarely considered in analyses. The studies showed a preference for the use of surveys, self-assessment, non-longitudinal designs, and descriptive statistics, and the majority did not include a comparison condition. To improve our knowledge of effects of EMI on student learning, future research would benefit from (a) considering and reporting participant characteristics carefully, (b) using more objective and specific measures of academic performance, and (c) analysing EMI students’ skills over time and in relation to a comparison condition.

本研究综合的目的是为英语技能先进且广泛使用EMI的国家绘制学生语言技能和英语作为教学媒介（EMI）背景下的内容学习研究地图。系统搜索结果显示，在符合我们选择标准的9个欧洲国家（奥地利、比利时、丹麦、芬兰、德国、卢森堡、挪威、瑞典和荷兰）进行了总共38项相关的EMI研究。这些研究确定了学生面临的各种语言和理解方面的挑战，但EMI对学生的内容学习没有明显的（消极或积极的）影响。参与者的特征在报告频率上有所不同，大多数特征的影响在分析中很少被考虑。研究倾向于使用调查、自我评估、非纵向设计和描述性统计，而且大多数研究不包括比较条件。为了提高我们对EMI对学生学习影响的认识，未来的研究将受益于(a)仔细考虑和报告参与者的特征，(b)使用更客观和具体的学业表现衡量标准，以及(c)分析EMI学生随时间的技能和与比较条件相关的技能。

{"title":"Learning in English: A research synthesis on European countries with advanced english skills","authors":"Penny Heisterkamp, Anja Schüppert, Veerle Baaijen, Marije Michel","doi":"10.1016/j.jeap.2025.101564","DOIUrl":"10.1016/j.jeap.2025.101564","url":null,"abstract":"<div><div>The purpose of this research synthesis was to map research on students' language skills and content learning in English as medium of instruction (EMI) contexts for countries with advanced English skills and wide use of EMI. Systematic searches resulted in a total of 38 relevant EMI studies conducted on the nine European countries meeting our selection criteria (Austria, Belgium, Denmark, Finland, Germany, Luxembourg, Norway, Sweden, and the Netherlands). The studies identified various language- and comprehension-related challenges for students, but there was no clear (negative or positive) effect of EMI on students' content learning. Participant characteristics differed in how often they were reported on, and the influence of most characteristics was rarely considered in analyses. The studies showed a preference for the use of surveys, self-assessment, non-longitudinal designs, and descriptive statistics, and the majority did not include a comparison condition. To improve our knowledge of effects of EMI on student learning, future research would benefit from (a) considering and reporting participant characteristics carefully, (b) using more objective and specific measures of academic performance, and (c) analysing EMI students’ skills over time and in relation to a comparison condition.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101564"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144931694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Advancing principles of systemic functional linguistics in responsive graduate teacher education through design-based research 通过基于设计的研究，推进系统功能语言学原理在响应性研究生教师教育中的应用

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101568

Alissa Blair , Mary A. Avalos

Within current U.S. and international education contexts, teachers are challenged to support students in meeting subject-area expectations that require increasingly demanding uses of language and literacy in English. The rise of culturally and linguistically diverse (CLD) learners in K-12 classrooms, along with educational policies emphasizing standards, assessment, and accountability requires the preparation of all teachers to serve CLD learners. A growing body of research using Systemic Functional Linguistics (SFL) and Design-Based Research (DBR) to develop and engage teachers in professional learning has been effective in supporting CLD learners' language and literacy development. This paper examines how DBR supported the iterative development of instructional principles informed by SFL in a graduate program for in-service secondary teachers. Course documents, course artifacts, and programmatic data for two cohorts of secondary teachers were analyzed to respond to teachers' SFL learning needs and drive course revisions. Findings show how the DBR process supported and refined SFL-informed principles to address teachers' professional learning needs and affirm SFL's value for a meaning-based, content-focused approach. Refined principles and course revisions addressed teachers' nuanced content area differences, constrained teaching contexts, incorporation of culturally responsive teaching, and knowledge of instruction for disciplinary discourses.

在当前的美国和国际教育背景下，教师面临着支持学生满足学科领域期望的挑战，这些学科领域对语言和英语读写能力的要求越来越高。文化和语言多样性（CLD）学习者在K-12课堂中的崛起，以及强调标准、评估和问责制的教育政策，要求所有教师为服务CLD学习者做好准备。越来越多的研究使用系统功能语言学（SFL）和基于设计的研究（DBR）来发展和吸引教师参与专业学习，有效地支持了CLD学习者的语言和读写能力发展。本文探讨了DBR如何支持在职中学教师研究生课程中以外语为基础的教学原则的迭代发展。我们分析了两组中学教师的课程文件、课程工件和程序性数据，以回应教师的外语学习需求并推动课程修订。研究结果显示了DBR过程如何支持和完善了SFL知情原则，以满足教师的专业学习需求，并肯定了SFL以意义为基础、以内容为中心的方法的价值。完善的原则和课程修订解决了教师细微的内容领域差异、受约束的教学环境、文化响应教学的结合以及学科话语的教学知识。

{"title":"Advancing principles of systemic functional linguistics in responsive graduate teacher education through design-based research","authors":"Alissa Blair , Mary A. Avalos","doi":"10.1016/j.jeap.2025.101568","DOIUrl":"10.1016/j.jeap.2025.101568","url":null,"abstract":"<div><div>Within current U.S. and international education contexts, teachers are challenged to support students in meeting subject-area expectations that require increasingly demanding uses of language and literacy in English. The rise of culturally and linguistically diverse (CLD) learners in K-12 classrooms, along with educational policies emphasizing standards, assessment, and accountability requires the preparation of all teachers to serve CLD learners. A growing body of research using Systemic Functional Linguistics (SFL) and Design-Based Research (DBR) to develop and engage teachers in professional learning has been effective in supporting CLD learners' language and literacy development. This paper examines how DBR supported the iterative development of instructional principles informed by SFL in a graduate program for in-service secondary teachers. Course documents, course artifacts, and programmatic data for two cohorts of secondary teachers were analyzed to respond to teachers' SFL learning needs and drive course revisions. Findings show how the DBR process supported and refined SFL-informed principles to address teachers' professional learning needs and affirm SFL's value for a meaning-based, content-focused approach. Refined principles and course revisions addressed teachers' nuanced content area differences, constrained teaching contexts, incorporation of culturally responsive teaching, and knowledge of instruction for disciplinary discourses.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101568"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating routine and adaptive expertise of experienced teachers in English for academic purposes writing 研究学术英语写作经验教师的日常和适应性专业知识

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-27 DOI: 10.1016/j.jeap.2025.101566

Zhenjie Weng

This classroom-based case study explores how experienced English for Academic Purposes (EAP) writing teachers apply their routine and adaptive expertise in an EAP composition program. Particularly, the study involves two experienced EAP writing teachers and examines their instructional strategies, focusing on how they navigated the pre-established curriculum with their rich teaching backgrounds. Data collection include classroom observations, reflective journals, and semi-structured interviews, capturing how these teachers deployed and adapted their routine expertise in a new teaching environment and responded to prescribed course materials and content. Findings indicate that while the teachers are well-versed in student-centered pedagogies and process-oriented writing instruction, they exhibited adaptive expertise by critically evaluating and modifying program-imposed materials. The research illustrates that routine and adaptive expertise are cooperative and symbiotic. Routine expertise serves as the foundation, enabling the development of adaptive expertise used to address teaching challenges and student needs dynamically. Implications of this study are comprehensive: informing future research, EAP writing teacher education, and professional development.

这个以课堂为基础的案例研究探讨了有经验的学术英语写作教师如何将他们的常规和适应性专业知识应用于学术英语写作项目。特别的是，该研究涉及两位经验丰富的EAP写作教师，并考察了他们的教学策略，重点关注他们如何利用他们丰富的教学背景驾驭预先建立的课程。数据收集包括课堂观察、反思日志和半结构化访谈，捕捉这些教师如何在新的教学环境中部署和调整他们的常规专业知识，并对规定的课程材料和内容做出反应。研究结果表明，虽然教师精通以学生为中心的教学法和以过程为导向的写作指导，但他们通过批判性地评估和修改项目强加的材料，表现出了适应性专业知识。研究表明，常规专业知识和适应性专业知识是合作共生的。常规专业知识作为基础，使适应性专业知识的发展能够动态地应对教学挑战和学生需求。本研究的意义是全面的：为未来的研究、EAP写作教师教育和专业发展提供信息。

{"title":"Investigating routine and adaptive expertise of experienced teachers in English for academic purposes writing","authors":"Zhenjie Weng","doi":"10.1016/j.jeap.2025.101566","DOIUrl":"10.1016/j.jeap.2025.101566","url":null,"abstract":"<div><div>This classroom-based case study explores how experienced English for Academic Purposes (EAP) writing teachers apply their routine and adaptive expertise in an EAP composition program. Particularly, the study involves two experienced EAP writing teachers and examines their instructional strategies, focusing on how they navigated the pre-established curriculum with their rich teaching backgrounds. Data collection include classroom observations, reflective journals, and semi-structured interviews, capturing how these teachers deployed and adapted their routine expertise in a new teaching environment and responded to prescribed course materials and content. Findings indicate that while the teachers are well-versed in student-centered pedagogies and process-oriented writing instruction, they exhibited adaptive expertise by critically evaluating and modifying program-imposed materials. The research illustrates that routine and adaptive expertise are cooperative and symbiotic. Routine expertise serves as the foundation, enabling the development of adaptive expertise used to address teaching challenges and student needs dynamically. Implications of this study are comprehensive: informing future research, EAP writing teacher education, and professional development.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101566"},"PeriodicalIF":3.4,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144908544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The use of the passive voice in science students’ writing 被动语态在理科生写作中的运用

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-21 DOI: 10.1016/j.jeap.2025.101561

Jean Parkinson , Lisa Woods

The passive voice has been discouraged by writing textbooks (Pullum, 2014), yet it remains a key register feature in academic science writing, and is highly frequent in research articles (Leong, 2014, 2020) and undergraduate science textbooks (Luo, 2018). Functionally the passive voice is considered as contributing to logical information structure of the text (Biber et al., 1999; Halliday, 1988) as well as to achieving an objective voice (Ding, 2002). The passive can be difficult to acquire for those for whom English is a second language and is used at lower frequencies by writers using English as a second language (Hinkel, 2002a) .

The focus of this article is undergraduate science laboratory reports. Using a small corpus of laboratory reports, drawn from the British Academic Written English corpus (BAWE), use of the passive voice by writers of English as a first language (L1) and those writing in English as a second language (L2) was compared with its frequency and use in research articles. L1 writers of undergraduate science laboratory reports were found to use the passive about as frequently as it is used in research articles and textbooks, while L2 writers used it much less frequently.

被动语态一直不受教科书写作的鼓励（Pullum, 2014），但它仍然是学术科学写作的一个关键特征，并且在研究文章（Leong, 2014, 2020）和本科科学教科书（Luo, 2018）中非常频繁。在功能上，被动语态被认为有助于文本的逻辑信息结构（Biber et al., 1999; Halliday, 1988）以及实现客观语态（Ding, 2002）。对于那些以英语为第二语言的人来说，被动语态很难习得，并且在将英语作为第二语言的作者中使用的频率较低（Hinkel, 2002a）。本文的重点是大学生科学实验报告。使用从英国学术书面英语语料库（BAWE）中抽取的小型实验室报告语料库，比较了以英语为第一语言（L1）和以英语为第二语言（L2）写作的作者对被动语态的使用频率和在研究文章中的使用情况。研究发现，本科科学实验报告的母语作者使用被动语态的频率与研究文章和教科书中使用被动语态的频率相当，而第二语言作者使用被动语态的频率要低得多。

{"title":"The use of the passive voice in science students’ writing","authors":"Jean Parkinson , Lisa Woods","doi":"10.1016/j.jeap.2025.101561","DOIUrl":"10.1016/j.jeap.2025.101561","url":null,"abstract":"<div><div>The passive voice has been discouraged by writing textbooks (Pullum, 2014), yet it remains a key register feature in academic science writing, and is highly frequent in research articles (Leong, 2014, 2020) and undergraduate science textbooks (Luo, 2018). Functionally the passive voice is considered as contributing to logical information structure of the text (Biber et al., 1999; Halliday, 1988) as well as to achieving an objective voice (Ding, 2002). The passive can be difficult to acquire for those for whom English is a second language and is used at lower frequencies by writers using English as a second language (Hinkel, 2002a) .</div><div>The focus of this article is undergraduate science laboratory reports. Using a small corpus of laboratory reports, drawn from the British Academic Written English corpus (BAWE), use of the passive voice by writers of English as a first language (L1) and those writing in English as a second language (L2) was compared with its frequency and use in research articles. L1 writers of undergraduate science laboratory reports were found to use the passive about as frequently as it is used in research articles and textbooks, while L2 writers used it much less frequently.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101561"},"PeriodicalIF":3.4,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multilevel engagement in academic L2 reading: Developing and validating a scale 学术二语阅读的多层次参与：量表的开发与验证

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-21 DOI: 10.1016/j.jeap.2025.101563

Maryam Zandi , Hiwa Weisi , Sarah Mercer

This study aimed to develop and validate four self-report questionnaires related to four contextual levels of academic L2 reading engagement, namely, activity, session, course, and out-of-class, each incorporating behavioral, cognitive, and affective dimensions of engagement. The activity-level scale measured students' engagement in an L2 reading comprehension activity, which lasted several minutes; the session-level scale assessed students' engagement in academic L2 reading during class time lasting approximately 1–2 h; the course-level scale evaluated students' engagement in academic L2 reading in the classroom setting throughout a single academic term; and the out-of-class-level scale looked at students' engagement in the course-related academic L2 reading materials outside the class over the duration of the same academic term. To generate items, the researchers primarily drew on the engagement literature and adapted items from existing scales. Various processes were employed to refine the items and confirm their content validity, including expert reviews, focus group interviews, and pilot testing. Through Exploratory Factor Analysis (EFA), a three-factor structure, comprising behavioral, cognitive, and affective engagement factors, was identified for each scale level. Following this, each structure was analyzed as both a first-order and second-order factor model through Confirmatory Factor Analysis (CFA), resulting in a satisfactory model fit. Additionally, the convergent and discriminant validity of the structures, along with the composite reliability and Cronbach's alpha reliability of the scales, were established. These scales make a valuable contribution to the field of L2 engagement, enabling a multilevel and multifaceted investigation of learners' L2 reading engagement.

本研究旨在开发和验证四份自我报告问卷，这些问卷涉及学术第二语言阅读参与的四个语境层面，即活动、会话、课程和课外，每个层面都包含参与的行为、认知和情感维度。活动水平量表测量学生在持续几分钟的第二语言阅读理解活动中的参与度；会话水平量表评估学生在大约1-2小时的课堂时间内对学术性第二语言阅读的投入程度；课程水平量表评估学生在一个学期的课堂环境中对学术性第二语言阅读的参与程度；而课外水平量表则考察了学生在同一学期的课外时间内对与课程相关的第二语言学术阅读材料的参与情况。为了生成项目，研究人员主要借鉴了敬业度文献，并从现有量表中调整了项目。我们采用了不同的过程来完善项目并确认其内容的有效性，包括专家评审、焦点小组访谈和试点测试。通过探索性因素分析（EFA），确定了每个量表水平的三因素结构，包括行为、认知和情感参与因素。随后，通过验证性因子分析（Confirmatory factor Analysis， CFA）将每个结构作为一阶和二阶因子模型进行分析，得到了令人满意的模型拟合。此外，还建立了结构的收敛效度和判别效度，以及量表的复合信度和Cronbach’s alpha信度。这些量表对二语阅读投入领域做出了宝贵的贡献，使学习者的二语阅读投入能够进行多层次和多方面的调查。

{"title":"Multilevel engagement in academic L2 reading: Developing and validating a scale","authors":"Maryam Zandi , Hiwa Weisi , Sarah Mercer","doi":"10.1016/j.jeap.2025.101563","DOIUrl":"10.1016/j.jeap.2025.101563","url":null,"abstract":"<div><div>This study aimed to develop and validate four self-report questionnaires related to four contextual levels of academic L2 reading engagement, namely, activity, session, course, and out-of-class, each incorporating behavioral, cognitive, and affective dimensions of engagement. The activity-level scale measured students' engagement in an L2 reading comprehension activity, which lasted several minutes; the session-level scale assessed students' engagement in academic L2 reading during class time lasting approximately 1–2 h; the course-level scale evaluated students' engagement in academic L2 reading in the classroom setting throughout a single academic term; and the out-of-class-level scale looked at students' engagement in the course-related academic L2 reading materials outside the class over the duration of the same academic term. To generate items, the researchers primarily drew on the engagement literature and adapted items from existing scales. Various processes were employed to refine the items and confirm their content validity, including expert reviews, focus group interviews, and pilot testing. Through Exploratory Factor Analysis (EFA), a three-factor structure, comprising behavioral, cognitive, and affective engagement factors, was identified for each scale level. Following this, each structure was analyzed as both a first-order and second-order factor model through Confirmatory Factor Analysis (CFA), resulting in a satisfactory model fit. Additionally, the convergent and discriminant validity of the structures, along with the composite reliability and Cronbach's alpha reliability of the scales, were established. These scales make a valuable contribution to the field of L2 engagement, enabling a multilevel and multifaceted investigation of learners' L2 reading engagement.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101563"},"PeriodicalIF":3.4,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144879869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0